Professional Documents
Culture Documents
Health and Social Care
Health and Social Care
Health and Social Care
1 Understand the need for secure handling of information in social care settings.
1.1 Identify the legislation that relates to the recording, storage and sharing of information in social
care.
The main piece of legislation is the Data Protection Act 1998. This covers the medical, social, credit
information and the local authority. There are eight principles. The data must be:
To ensure the necessary safeguards and appropriate uses of personal information are in place. For
example, any issues relating to human rights, the duty of confidentiality as part of duty of care, accuracy.
The information is permanent once it has been written down. The information is very personal for
example, bank details, medical history and family background. This needs to be kept as confidential as
possible.
2 Know how to access support for handling information in social care setting.
2.1 Describe how to access guidance, information and advice about handling information.
You would go to your line manager. Then you would ask the main supervisor if the line manager
cannot answer your enquiry. Any general information can be found at the administration office.
2.2 Outline what actions to take when there are concerns over the recording, storing or sharing of
information.
You would put your concerns in writing and be clear about dates and times, and what steps you
have already taken and any responses you have had. You would first talk to your senior or manager. If it is
not dealt with then you would go to the next person in charge. You may also need to involve the trade
union or a professional organisation in order to support you.
Understand the role of the social care worker
A working relationship is when you keep a professional distance between the people you are working
with, so you would only see them when you are at work, when you working with those people as part of a
team within the work places policies and procedures. You would be accountable and responsible for any
mistakes made. A good working relationship is built on respect and understanding.
A personal relationship is made through choice; it allows you to share interests and feelings with the
people you like. There are no polices or rules to abide by with a personal relationship , it's still built around
respect trust and understanding but it's formed because you like that person and choose to have that
relationship with them.
The different working relationships in social care settings are between the carers and the service users,
a e s a d p ofessio al odies su h as GP s, ps holog , dentists et ., Ca e s a d the se i e use s fa il
members, and also between colleagues and management. For each of these you would develop a different
type of working relationship and maintain a professional manner.
2. Understand the importance of working in ways that are agreed with the employer
2.1. Describe why it is important to adhere to the agreed scope of the job role
It is important to adhere to the agreed scope of the job role when you appointed for the position, you
have been agreed with the job description as part of a contract with the employer. so it is your legal
responsibility to adhere in your defined role. It is your duty to understand the expectations of your job as
well as understand professional boundaries. In order to be successful in your job, it is essential to be a
respectful and accountable.
2.3 Explain the importance of full and up-to-date details of agreed ways of working
Important to have up to date agreed ways of working as there may be changes in policies within the
law. Your company may have to implement them to help protect the vulnerable.
To learn from other and working in partnership is important. It will help you to understand the aims
and objectives of different people and partner Organisations, as they may have different views, attitudes,
a d app oa hes. It is i po ta t that e e o e s fo us is o p o idi g the est a e to i di iduals. B
supporting the individual to achieve goals and to be as independent as possible, to respect and maintain
the dignity and privacy of individuals. Making sure you promote equal opportunities and respect diversity
and different cultures and values. By making sure you report dangerous, abusive, discriminatory or
exploitative behaviour or practice. By Communicating in an appropriate, open, accurate and straight
forward way. Treat everyone as an individual. You must share knowledge and respect views of others, help
to achieve positive outcomes for individuals.
To access support and advice about partnership working and resolving conflicts, refer to the
employment care plan that has been agreed upon. If there is no care plan, talk directly to a
manager.
Principles of safeguarding and protection in health and social care
Loss of sleep
Unexpected or unexplained change in behaviour
Bruising
Soreness around the genitals
Torn, stained or bloody underwear
A preoccupation with anything sexual
Sexually transmitted diseases
Pregnancy
Rape – e.g. a male member of staff having sex with a Mental Health client (see Mental Health
Act 1983)
Indecent Assault
- Emotional/psychological Abuse
Fear
Depression
Confusion
Loss of sleep
Unexpected or unexplained change in behaviour
Deprivation of liberty could be false imprisonment. Aggressive shouting causing fear of violence
in a public place may be an offence against Public Order Act 1986, or harassment under the
Protection from Harassment Act 1997
- Financial Abuse
- Institutional Abuse
- Neglect
Malnutrition
Untreated medical problems
Bed sores
Confusion
Over-sedation
Dep i atio of eals a o stitute ilful egle t
1.3. Describe factors that may contribute to an individual being more vulnerable to abuse.
- They may be less aware of their rights.
- They may be socially isolated.
- They may need help with personal care and daily living.
- They may not be able to express themselves clearly.
- They may have limited sex education.
- They may have to share a home with people they have not chosen to be with.
- They may live in poor housing.
- They may need more care than their carer can give.
- They may have difficulty understanding requests or actions.
- They may not know how to complain.
- They may receive support from several different carers.
- There may be a history of substance misuse.
- They may be in a relationship of unequal power.
- They may by in unsuitable housing with no aids or adaptations.
- They may have limited life experiences and so not recognise risky situations.
2. Know how to respond to suspected or alleged abuse.
2.1. Explain the actions to take if there are suspicions that an individual is being abused.
If you have a suspicion or are aware that the individual in a vulnerable situation is being abused you
must act quickly but appropriately and professionally.
DO DO NOT
- Be accessible and receptive listen carefully. - Jump to conclusions.
- Listen carefully. - Directly question the individual in a vulnerable
- Take it seriously. situation or suggest words for him/her to use.
- Reassure the individual in a vulnerable situation - Try to get the individual in a vulnerable
that they are right to tell. situation to disclose all the details.
- Negotiate getting help. - Speculate or accuse anybody.
- Find help quickly. - Make promises you cannot keep.
- Make careful records of what was said using the - Give your opinion; just state the facts as
individual i a ul e a le situatio s o o ds reported to you.
as soon as is practicable following the
disclosure. Date, time and sign the record. This
record would be used in any subsequent legal
proceedings.
If you suspect abuse has taken place or abuse has been brought to your attention you are obliged
to take action but you must also ensure at all times that the welfare of the individual in a vulnerable
situation is paramount and the interests of the person against whom the allegation has been made are
protected.
2.2. Explain the actions to take if an individual alleges that they are being abused.
A company or agency there should be policies and procedures already in place to follow most would
state to report to the appropriate person; record the facts on appropriate paperwork; listen and do not
judge. Always establish what it is that has occurred and report any suspicions to the appropriate manager.
Reassure the individual at all times and take every allegation seriously. Always date the paperwork and
have it signed by any witnesses (if any). Take photographs of evidence if possible. Speak clearly and precise
and avoid any leading questions.
The best way to preserve evidence is to report the matter as quickly as possible.
Make a written record of messages (e.g. answer-phone) to ensure they are not lost. Include the
date and time and sign them
Ensure written records (notes, letters, bank statements, medication records etc.) are kept in a
safe place
Do t tid up, ash lothes, eddi g o othe ite s.
Do not try to clear or tidy anything up
Try not to touch anything unless you have to for the immediate wellbeing of the victim – if you
have to try to make a record of what you have done
If any sexual offence is suspected try to discourage the victim from washing, drinking, cleaning
their teeth or going to the toilet until the police are present
Preserve anything used to warm or comfort the victim e.g. a blanket
Try to ensure that no one else enters the premises or alleged scene of crime until the police
arrive
If you can, try and ensure that the alleged perpetrator does not have any contact with the
victim
Record any physical signs or injuries using a body map (click here) or hand drawing. Write a
description of any physical signs or injuries including size, shape, colour etc.
Always remember to sign and date your notes and any other records you have made
3. Understand the national and local context of safeguarding and protection from abuse.
3.1. Identify national policies and local systems that relate to safeguarding and protection from
abuse.
- Care Quality Commission (CQC)
- Court of Protection
- Housing organisations
- Crown Prosecution Service (CPS)
- The Coroner
- The Deprivation of Liberty Safeguards (DOLS)
- The Independent Safeguarding Authority (ISA)
- No secrets (Adult Protection)
- The Office of the Public Guardian (OPG)
- The Mental capacity Act 2005
- Care Home Policy
3.2. Explain the roles of different agencies in safeguarding and protecting individuals from abuse.
- Care Quality Commission (CQC)
The CQC must always be made aware of a Safeguarding Adults concern within a regulated service. If
the concern is reported to the local authority, the local authority must notify the CQC even though the
requlated service also has a duty to do so
The CQC will be directly involved with a Safeguarding Adults process where:
- Court of Protection
The Court of Protection deals with decisions and orders affecting people who lace capacity. The
court can make major decisions about health and welfare, as well as property and financial affairs. The
Court has power to:
- Decide whether a person has capacity to make a particular decision for themselves.
- Make declarations, decisions or orders on financial and welfare matters affecting people who
lack capacity to make such decisions.
- Appoint deputies to make decisions for people lacking capacity to make those decisions.
- Decide whether a lasting power of attorney or an enduring power of attorney is valid
- Remove deputies or attorneys who fail to carry out their duties.
- Housing organisations
Staff of housing organisations are in position to identify tenants who are vulnerable and are at risk
of abuse, neglect and exploitation. Supporting People housing has become a major provider of housing and
support services for adults with a wide range of needs. The quality of their services is regulated through
the Quality Assessment Framework, which includes standards that they must meet with regard to
safeguarding adults from abuse. In addition to recognising the risks of abuse of adults to whom they
provide accommodation and in many cases care, staff of housing organisation have an important part to
play in establishing protection plans.
The CPS is the principal public prosecuting authority for England and Wales and is headed by
Director Public Prosecutions. The CPS has produced a policy on prosecuting crimes against older people
which is equally applicable to adults at risk, who may also be vulnerable witnesses.
The CPS has a key role to play in making sure that special measures are put in place to support
vulnerable or intimidated witnesses to give their best evidence. Special measures were introduced by the
Youth Justice and Criminal Evidence Act 1999 and are available both in the Crown Court and in the
magistrates ou ts. These i lude the use of t ai ed i te edia ies to help ith o u i atio , s ee s
and arrangements for evidence and cross-examination to be given by video link.
- The Coroner
Coroners are independents judicial officers who are responsible for investigating violent, unnatural
deaths or sudden deaths of unknown cause, and deaths in custody, which must be reported to them The
Coroner may have specific questions arising from the death of an adult at risk.
The DOLS, implemented April 2009, provide a legal protection for those vulnerable people who are,
or may become, deprived of their liberty.
Safeguards exist to provide a proper legal process and suitable protection in those circumstances
he e dep i atio of li e t appea s to e u a oida le, i a pe so s o est i te ests.
The OPG s is a e e uti e age of the Ministry of Justice, with responsibilities that extend across
England and Wales (separate arrangements exist for Scotland and for Northern Ireland).
The OPG s e it is to suppo t a d e a le people to pla ahead to p epa e fo thei health, elfa e
and finances to be looked after they lose mental capacity in future, and to safeguard the interests of
people who may lack then mental capacity make certain decisions for themselves.
The Mental Capacity Act 2005 provides a statutory frame work to empower and protect people
who may lace capacity to make decisions for themselves and establishes a framework for making decisions
on their behalf. This applies whether the decisions are life-changing events or everyday matters. All
decisions taken in the safeguarding process must comply with the Act.
The person in Charge should be aware of the general and sometimes specific whereabouts of their clients
and employees. Clients are given a Complaints Procedure in their contract with the Home, this includes
who to contact outside the Home if they are dissatisfied with a particular issue
3.3. Identify reports into serious failures to protect individuals from abuse.
Winterbourne
http://www.bbc.co.uk/programmes/b011pwt6
On the top floor of a special hospital, locked away from their families and friends, a group of men and
women are subjected to a regime of physical assaults, systematic brutality, and torture by the very
people supposed to be caring for them.
The victims are some of the most vulnerable in society - the learning disabled, the autistic, and the
suicidal. In a Panorama Special, Paul Kenyon exposes the truth about a gang of carers out of control,
and how the care system ignored all the warning signs.
Peter Connelly (also known as "Baby P", "Child A" and "Baby Peter")
was a 17-month-old British boy who died in London after suffering more than fifty injuries over an
eight-month period, during which he was repeatedly seen by Haringey Children's services and NHS health
professionals. Baby P's real first name was revealed as "Peter" on the conclusion of a subsequent trial of
Peter's mother's boyfriend on a charge of raping a two-year-old. His full identity was revealed when his
killers were named after the expiry of a court anonymity order on 10 August 2009.
The case caused shock and concern among the public and in Parliament, partly because of the magnitude
of Peter's injuries, and partly because Peter had lived in the London Borough of Haringey, North London,
under the same child care authorities that had already failed ten years earlier in the case of Victoria
Climbié. That had led to a public enquiry which resulted in measures being put in place in an effort to
prevent similar cases happening.
Peter's mother Tracey Connelly, her boyfriend Steven Barker, and Jason Owen (later revealed to be the
brother of Barker) were all convicted of causing or allowing the death of a child, the mother having
pleaded guilty to the charge. A court order issued by the High Court in England had prevented the
publication of the identity of Baby P; this was lifted on 1 May 2009 by Mr Justice Coleridge. An order
sought by Haringey Council to stop publication of the identities of his mother and her boyfriend was
granted but expired on 10 August 2009.
The child protection services of Haringey and other agencies were widely criticised. Following the
conviction, three inquiries and a nationwide review of social service care were launched, and the Head of
Children's Services at Haringey was removed by direction of the government minister. Another nationwide
review was conducted by Lord Laming into his own recommendations concerning Victoria Climbié's killing
in 2000. The death was also the subject of debate in the House of Commons.
3.4. Identify sources of information and advice about own role in safeguarding and protecting
individuals from abuse.
- A Guide to the Police Available from Voice UK. Telephone 0845 122 8695 www.voiceuk.org.uk
A leaflet to explain to people with learning disabilities the role of the police and how they
support vulnerable and witnesses.
- Abuse in Care? A practical guide to protecting people with learning disabilities from abuse in
residential services.
- Abuse in Bad. Action against Abuse. Recognising and preventing abuse of people with learning
disabilities.
- Blowing the Whistle on Abuse of Adults with Learning Disabilities. Reports on research
findings about whistle blowing, and offers information about the experiences of whistle blowers
and suggestions with regard to the development of whistle blowing policies.
- Care Homes for Adults (18-65) and Supplementary Standard for Care Homes Accommodating
Young People aged 16 and 17. National Minimum Standards. Care Home Regulations. Details
the standards of care which should be met within residential services, and against which care
homes are inspected.
- Facing the Possibility – supporting managers in preventing handling abuse allegations against
staff. Information for service managers about appropriate responses when staff members are
alleged to have carried out abuse.
4. Understand ways to reduce the likelihood of abuse.
4.1. Explain how the likelihood of abuse may be reduced by:
- Working with person centred values. - Abuse is reduced by person centred values because
institutional abuse often stems from things being done to people because it's convenient for
the staff. The individual's feelings and preferences are not considered. So, for example, a
person requesting pain relief is left to wait because it isn't time for the medication to be
administered or reviewed.
- Encouraging active participation. - Encouraging active participation builds self-esteem, and the
person will refuse to tolerate abuse and will be inclined to report it, [ they're also around other
people which will help to build friendships in which they can share things they may tell one of
them if abuse may happen and one of them may pass it on to help.
- Promoting choice and rights. - is all the above that says in working with person centred values
a d e ou agi g a ti e pa ti ipatio . E po e e t is a out taki g o t ol of the i di idual s
life even if this is in a small way by deciding what they want for breakfast that morning. we all
make our own decisions in our own homes so why not in a residential home by including a
resident in their care it allows them to still be an individual to have rights + wishes recognised
even if they do not verbally contribute to be included is good practise
4.2. Explain the importance of an accessible complaints procedure for reducing the likelihood of
abuse.
- Complaints are good way of considering how well the services are provided, it also helps us to
identify if there are any weaknesses e.g. potential for abuse and neglect.
A complaints procedure should be simple to follow because it encourages people to raise their
concerns and it indicates that organization will respond to those concerns rather than ignoring
them. If it's too difficult to make a complaint the abuse is likely to continue. If it's easy to make
a complaint the abuse is likely to be dealt with sooner. On a bigger scale complaints make
government to bring changes in their policies according to people demand.
5. Know how to recognise and report unsafe practices.
5.1. Describe unsafe practices that may affect the well-being of individuals.
I e pe ie ed staff a ti g up i a se io ole·
Staff not trained in their role correctly
5.2. Explain the action to take if unsafe practices have been identified.
- All unsafe practices need to be reported to your immediate supervisor so the person can be
retrained or the condition remedied to prevent further damage.
5.3. Describe the action to take if suspected abuse or unsafe practices have been reported but
nothing has been done in response.
After you have reported the incident you still have a duty of care to your patient. If you feel that
your patient is still at risk then speak with your line manager regarding your concerns. If you feel your line
manager is not taking appropriate action, or you suspect your line manager of abusing a patient then most
company policies would state that you would need to contact the regional manager. You would also need
to contact an inspectorate body such as Care Quality Commission or else organisations, as part of the
process for reporting abuse is to contact the local care standards inspectorate, the person you reported
this abuse to should have done this and if they have not, this in itself may be considered abuse (neglect) if
it should be the case that abuse or dangerous practice is being carried out.
Understand health and safety in social care settings
1. Understand the different responsibilities relating to health and safety in social care settings.
1.1. List legislation relating to general health and safety in a social care setting.
- Health and Safety at work Act 1974 is the primary piece of legislation covering occupational
health and safety. Under this Act, the employer, the workers and the individuals being
supported have responsibilities to ensure safety is maintained in the workplace.
- Management of Health and Safety at Work Regulation 1999 – Emphasize what employers are
required to achieve under the Health and Safety at Work Act.
- Health and Safety (First Aid) Regulation 1981 include amendment on 2009
- The Electricity at Work regulations 1989
- Manual Handling Operations Regulations 1992 – Sets out requirements for manual handling and
moving and handling of people.
- Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995- sets out what
needs to be reported.
- Communicable diseases and infection control
- Working Time Regulations 1998
- Care Standard Act 2000
- Control of exposure to Hazardous to Health 1999
- Food Safety Act 1990 and Food Hygiene Regulations 2005.
- Environmental Protection Act 1990.
1.2. Describe the main points of health and safety policies and procedures.
All of the above mentioned legislations are crucial part of health and safety. Every piece of
legislation describes not only clear guidance of responsibilities but also how should we maintain health and
safety to eliminate risks for the people using social care settings. Let alone, Food hygiene regulation 2005,
which explains the responsibilities, involves handling food safely in order to avoid contamination and food
poisoning. Environmental protection act 1990 which describes the responsibilities involves handling clinical
wastes in order to prevent harm to the environment. Control of exposure to hazardous to health act 1999
explains the responsibilities involve handling hazardous substances such as reduce using hazardous
substances or using less hazardous substances and reducing exposure level as much as possible. So, it is
very important for us to follow health and safety policies and procedures to eradicate risks from workplace
and maintain safe working environment.
1.3. Outline the main health and safety responsibilities of:
a) The social care worker
- Take care of their own health and safety as well as others.
- Co-operate with their employer by following policies and procedures.
- Must use personal protective equipment as necessary.
- Must adhere to achieve training and follow instruction.
- Not to misuse or tamper with anything provided for health and safety or welfare.
1.4. Identify tasks relating to health and safety that should only be carried out with special training.
• Ma ual ha dli g
• I fe tio o t ol
• Fi e p o edu es
• Fi st aid
• Basi h gie e
• Food p epa atio , sto age a d h gie e
• Deali g ith e e ge situatio s
1.5. Describe how to access additional support and information relating to health and safety.
You should seek additional health and safety assistance when you do not have the knowledge or
training to deal with a condition or circumstance that could impact health and safety, or if you have a
question you are unable to answer. Know the limits of your knowledge and seek help if something
takes you outside those limits.
2. Understand the use of risk assessments in relation to health and safety.
2.1. Defi e hat is ea t hazard a d risk
- Hazard is any source of potential damage, harm or adverse health effects on something or
someone under certain conditions at work.
- Risk is the chance or probability that a person will be harmed or experience an adverse health
effect if exposed to a hazard. It may also apply to situations with property or equipment loss.
2.2. Describe how to use a health and safety risk assessment.
Step 1: Look for and identify hazards by visually inspecting the workplace, consulting employees and
their representatives, looking at manufacturers' instructions or data sheets, and considering records
relating to accidents, near misses and ill health.
Step 2: Decide who might be harmed and how - consider everyone at the workplace, not just
employees.
Step 3: Evaluate the risks arising from hazards, and decide whether the existing precautions are
adequate, or if more should be done. If something needs to be done, take steps to eliminate or control
the risks.
Step 4: Record the findings and state how they can be controlled to prevent harm. Most importantly,
employees must be informed about the outcome of the risk assessment, as they will be the ones who
will need to take action. (Site-specific forms can be produced. However, in order not to make risk
assessments too complicated, the HSE suggests using the headings in the 'five steps' process.)
Step 5: Review the assessment from time to time and revise it if necessary, eg if work activities or
processes change.
2.3. Explain how and when to report potential health and safety risks that have been identified.
Potential health and safety risks must be reported immediately to o e s supervisor. It is up to the
supervisor to use the chain of command and as needed it will even be reported to government offices.
2.4. Des ri e ho risk assess e t a help address dile as et ee a i di idual’s rights a d
health and safety concerns.
A risk assessment can help address dilemmas between rights and health and safety concerns as the
risk assessment supports the individuals to have their choices met in the safest possible ways.
3. Understand procedures for responding to accidents and sudden illness.
3.1. Describe different types of accidents and sudden illness that may occur in a social care setting.
Different types of accidents that may occur in work setting, falls , slipping over, burns, cuts and
shocks.
Sudden illnesses that may happen, stroke, heart attack, sickness and diarrhoea.
3.2. Outline the procedures to be followed if an accident or sudden illness should occur.
- Assess the situatio a d e i o e t. Ne e ush i . Do t tou h a i di idual ho appea s to
have been electrocuted. If the casualty is obviously conscious, talk to them and find out how they
are. If they are in water at the risk of drowning, do not jump or dive in to attempt to rescue them
unless you are a trained lifeguard. Check for gas fumes, chemical spillages, broken glass, bodily
fluids, if there is an attacker possibly still close, if there is fire in an enclosed space.
- Mare area safe. Remove any hazards where it is safe to do so and take control of the situation.
- Emergency aid. You should only attempt emergency first aid if you have been trained to do so.
- Get help. Shout for assistance, call a first aider. If you have been trained in emergency first aid,
what is needed and your action will depend on the result of the primary survey.
- Aftermath. Get some support for yourself as you may go in shock or be stressed afterwards.
Report and record what has happened as soon as possible before you forget the details. Clean up
any mess. Replace first aid kit items.
3.3. Explain why it is important for emergency first aid tasks only to be carried out by qualified first
aiders.
- First aid is e i po ta t to e t ai ed i as it s a e e ge a tio i he e fi st aid a allo
more time for medical help to come and also save a life.
4. Know how to reduce the spread of infection.
4.1. List routes by which an infection can get into the body.
- Eating contaminated food, for example, resulting in salmonella.
- Water, for example, resulting in cholera.
- Contact with body fluids.
- Airborne through coughing and sneezing.
- Physical contact.
- Contaminated laundry.
- Insects, for example, mosquito bites could result in malaria in some countries.
4.2. Describe ways in which own health or hygiene might pose a risk to an individual or to others at
work.
- Wash yourself and your hair regularly and tie long hair back.
- Do not wear personal jewellery, particularly when undertaking personal care tasks.
- Keep your clothes and shoes clean.
- Do not go to work if you have a health problem that can be passed to others. For
example, a heavy cold or stomach bug.
- Wash your hands regularly and always before and after undertaking personal care.
- Wash your hands after blowing your nose, coughing, sneezing and smoking.
4.3. Explain the most thorough method for hand washing.
Step 1 – Wet your hands thoroughly under warm running water and squirt liquid soap onto the palm of
one hand.
Step 3 – Rub the palm of one hand along the back of the other and along the fingers. Then repeat with
the other hand.
Step 4 – Rub in between each of your fingers on both hands and round your thumbs. Pay particular
attention to your nails. You may need to use a nail brush.
Moving and handling is a key part of the working day for most employees; from moving equipment,
laundry, catering, supplies or waste to assisting residents in moving.
back pain and musculoskeletal disorders, which can lead to inability to work
moving and handling accidents – which can injure both the person being moved and the employee
discomfort and a lack of dignity for the person being moved
It is important to follow the care plan and communicate with each individual when assisting
and moving as moving them incorrectly may cause them to be injured or discomfort. You need to
inform and discuss with the person in concern about how to be moved, provide help and
equipment when required.
- Chemical burns.
o Storage and use of bleaches, etc.
- Medicines
o Improper use
o Insecure storage.
7.2. Describe safe practices for:
- Storing hazardous substances – when storing hazardous substances, in any working
environment, consider:
· Is the room ventilated?
· The safe quantity you are able to store
· Fire precautions
- Using hazardous substances – When using hazardous substances, in any working environment,
follow safety precautions:
· Correct use of personal Protective Equipment (PPE)
· Always work from dirtiest area to cleanest when cleaning up spillages.
· Use warning signs if necessary to warn others.
- Disposing of hazardous substance. – When disposing of hazardous substances, in any working
environment, note:
· Biological waste must be incinerated.
· Hazardous waste needs to be disposed of in yellow or orange bags.
· Hazardous waste needs to be disposed of separate to household waste.
8. Know environmental safety procedures in the social care setting.
8.1. Outline procedures to be followed in the social care setting to prevent:
- Fire
You can prevent fire by first identifying hazards and who could be at risk. Evaluate them and
take action to reduce them. Record findings and actions and develop a plan. Train staff so they
know what to do in an event of a fire and keep this under assessment and reviewed regularly. In an
event of a fire you should raise the alarm, dial 999, find the nearest fire exit or if safe to do so tackle
the fire and use a fire extinguisher, go to the assembly point and do not return into the building.
- Gas leak
You can prevent a gas leak by ensuring all equipment/pipes are in good working condition
and have regularly checks via the gas company. In an event of a gas leak raise an alarm, stay calm, if
so to go so turn off any gas appliances eg gas cooker, do not run, organise people quickly to the
nearest exit and direct to safety. Do not return into the building, turn off the gas mains and contact
the gas company.
- Floods
You can prevent a flood by ensuring that drains and pipes are clean from obstruction and
have them regularly checked via the water company. In an event of a flood raise an alarm, find the
nearest exit or if so to do so find the source of the flood e.g. turning a tap off, turn off the water
mains and contact the water company. If you have time, take photographs before you leave. This
may help with later insurance claims. Turn off the mains power and water, and take mobile
phones and chargers with you. Put sandbags in toilet bowls to prevent sewage back-flow. Shut
windows, lock doors – take pets.
- Intruding
You can prevent an intrusion by implementing security measures such as CCTV, security
lighting, locks and restricting areas. In an event of an intrusion you should raise an alarm, dial 999,
try to defuse potentially aggression, however if unable to, then leave or if the intruder has gone
search the area of potential damage/thief.
- Security breach.
You can prevent a security breach by ensuring personal information are stored safety,
locking areas and restricting access. In an event of a security breach you should raise an alarm,
inform the manager, try to defuse potentially aggression, however if unable to, then leave or if the
person has gone search the area of potential seen access and if necessary inform the police.
8.2. Outline procedures to be followed in the social care setting in event of:
- Fire
· Raise the alarm
· Dial 999
· Go to assembly point
· Move self and others from danger area if safe to d
· o so
· Inform manager/fire safety officer
· Do not use lifts.
- Gas leak
· Leave the area immediately and call National Gas Emergency number: 0800 111 999.
· Do not use any electrical device, such as light switches, telephones or appliances such as
garage door openers. They could spark and ignite the gas.
· Do not use an open flame, matches or lighters
· Do not try to locate the source of the gas leak
· Do not try to shut off any gas valves or appliances
· Do not start vehicles
· Do not re-enter the building or return to the area until a Consumers Energy employee
says it's safe to do so
· If the natural gas ignites, let it burn. Do not put out the flame; burning gas will not
explode.
· If you are digging and think you may have damaged a natural gas pipeline, leave the
area immediately. If you are using motorized equipment and can turn off the motor
safely, do so to prevent the ignition of any leaking gas. Then abandon the equipment
and leave the area. Never restart equipment until the surrounding environment has
been checked and declared safe.
- Floods
- Intruding
· Dial 999, you should report any intruders in the workplace or grounds, immediately to
the Police.
· Remove yourself and others to a safe area
· Report to your manager/safety officer
· Record the incident.
- Security breach
· Dial 999, you should report any trespassing in the workplace or grounds, immediately to
the Police.
· Remove yourself and others to a safe area
· Report to your manager/safety officer
· Record the incident.
9. Know how to manage stress.
9.1. Identify common signs and indicators of stress.
- Emotional symptoms
- Mental
Confusion, indecision
Ca t concentrate
Poor memory
1. Financial Problems – This is the number one source of stress these days. You and your family are
not be able to do what you want to due to lack of money. Debts are piling up. Credit Card
payments, pending mortgage instalments, rising costs of education, mounting expenditure on
health concerns. Financial matters top the list of stressors.
2. Workplace Stress – Stress at workplace is another of the main causes of stress. You may be worried
about your next promotion. You might be facing the negative or bullying behaviour of your boss. You
might not be reaching your well-deserved career goals; you might be worried due to office politics. You
might be stressed about some major change that is taking place in the organization, or, you might be
under stress because of the prospect of losing your job.
4. Health – Heart diseases, hypertension, problems with eye sight and sugar afflict many people
becoming a major cause of life stress for them. Maintaining good health, reducing weight, increasing
weight, being able to lead a healthy life-style: all of these and a few more are the main causes of stress
due to health concerns.
5. Irritants - Besides the ones that I have mentioned above there are those annoyances and irritations
that you encounter in your daily lives which go on to become biggest sources of stress for you.
Problems in commuting to workplace, balance of work and famil life, PTMs at hild e s s hools,
workload, visit to doctor, not enough sleep, no time to relax, no time to discuss some nagging problems
– who is not aware of these stresses and strains of our lives? You fight with them every day.
There are many persons who may handle medication, such as pharmacists, doctors, and nurses.
First, it is important to know how the medication is supposed to stored and administered. Second, the
medication should come with a written prescription detailing the amount of the medication, how often
it should be taken, and for whom the medication is for. Last, medical professionals are required to be
certified in the handling of the medications.
Fridge storage
Some foods need to be kept in the fridge to help stop bacteria growing. These include foods with a
"use-by" date, cooked foods and ready-to-eat foods such as desserts and cooked meats.
'Use-by' dates
No food lasts forever, however well it is stored. Most pre-packed foods carry either a "use-by" or a "best
before" date.
"Use-by" dates appear on foods that go off quite quickly. It can be dangerous to eat foods past this
date.
"Best before" dates are for foods with a longer life. They show how long the food will be at its best
quality.
Storing meat
It's particularly important to store meat safely in the fridge to stop bacteria from spreading and avoid food
poisoning.
store raw meat and poultry in clean, sealed containers on the bottom shelf of the fridge, so they
can't touch or drip onto other food
follow any storage instructions on the label and don't eat meat after its use-by date
keep cooked meat separate from raw meat
Re-freezing
Never re-freeze raw meat (including poultry) or fish that has been defrosted. It is possible to re-freeze
cooked meat once, as long as it has been cooled before going into the freezer. But if in doubt, don't re-
freeze.
Frozen raw foods can be defrosted once and stored in the fridge for up to two days before they need to be
cooked or thrown away. To reduce wastage, divide the meal into portions before freezing and then just
defrost what you need.
Cooked food that has been frozen and removed from the freezer must be reheated and eaten immediately
once fully defrosted. When defrosted, food should be reheated only once, because the more times you
cool and reheat food, the higher the risk of food poisoning. Bacteria can grow and multiply when food is
cooled too slowly, and might survive if food isn't reheated properly.
Re-using bags
With more and more people re-using carrier bags, whether for environmental reasons or to avoid paying
for new ones, the following tips will help prevent bacteria spreading to ready-to-eat food:
keep raw meat and fish separate from ready-to-eat foods in separate bags
if you use re-useable bags, keep one or two just for use with raw meat and fish and don't use the
same bags for ready-to-eat foods
re-useable bags (and single-use carrier bags) should be disposed of if there are spillages of raw
meat juices
A biological hazard - There are a number of different types of biological hazards that can be present
within food. These are typically microorganisms and include bacteria, viruses and parasites.
Chemical hazard - There are different types of chemical hazards associated with food: naturally-
occurring chemicals intentionally-added chemicals unintentional or incidental chemical additives.
A physical hazard- is any potential harmful extraneous matter not normally found in food. They are
different to biological or chemical hazards: they generally cause problems for relatively few consumers per
incident. The result of personal injuries is usually not life-threatening but can cause considerable personal
distress to the consumer. Typical examples are broken teeth, cut mouths, and choking.
In food safety management systems, hazards refer to conditions or contaminants in foods that can
cause illness or injury. It is important to understand that hazards do not refer to undesirable conditions or
contaminants such as
presence of insects
spoilage
hair or dirt
Violations of regulatory food standards not directly related to safety.
Principles of personal development in adult social care settings
1. Understand what is required for good practice in adult social care roles.
1.1. Identify standards that influence the way adult social care job roles are carried out.
The standards which influences the way the work role is carried out are:
Codes of Practice, minimum standards, Regulations, national occupational standards.
• Regulations are:
Health and Safety at work Act 1974
Care Standards Act 2000
Manual Handling operations regulations
NHS & Community Care Act
Food Safety Act
Management of Health and Safety at work.
• Codes of Practice are:
Codes of Practice for Social Care Workers and Employers;
General Social Care Council;
Standards of conduct;
Standards of Conduct Performance & Ethics: Health Professionals Council
• National Occupational Standards:
Health and Social Care; Children's Care Learning and Development
1.2. Explain why reflecting on work activities is and important way to develop own knowledge and
skills.
Reflection on your own work activities is important because it allows you to assess what you are
doing well, identify areas where you might like or maybe need more training or guidance in to ensure you
are performing to the best you can, and are meeting all standards and expectations within the caring
policies and procedures. It helps you think about what you are doing in the setting and to always be
aware of how you work with the client and your colleagues.
1.3. Describe ways to ensure that personal attitudes or beliefs do not obstruct the quality of work.
Find out about individuals – their history. Understanding the individual may challenge your own
attitudes and values. Find out about their attitudes and beliefs – ignorance can often be a barrier.
Understanding may promote tolerance. Be professional at work. Even if you fundamentally disagree with
a othe i di idual s attitudes a d eliefs, the ha e the ight to hold them, the same right as you have
2. Understand how learning activities can develop knowledge, skills and understanding.
2.1. Describe how a learning activity has improved own knowledge, skills and understanding.
There are many ways that a learning activity can improve your own knowledge and skills. A good
learning activity will do an effective job of presenting the information in a way that can be clearly
understood. It will also provide opportunities for review of this information to check that a person has
obtained the desired skills.
2.2. Describe how reflecting on a situation has improved own knowledge, skills and understanding.
Reflective practice is a process which enables you to achieve a better understanding of yourself,
your skills, competencies, knowledge and professional practice. Although most of us engage in thinking
about experiences either before, during or after an event, we need to document our understanding in
order to clearly identify and demonstrate the components of our learning. Identifying what we have learnt
requires us to think about our experiences, and consider the outcomes, in order to evaluate the
experience, and identify our thoughts, feelings and understanding of the relevant issues.
2.3. Describe how feedback for others has developed own knowledge, skills and understanding.
Feedback from other people can be a very useful way for you to learn more about yourself and
can help you to improve your practice. Feedback can be formal or informal for example, your manager may
give you formal feedback during a supervision or appraisal. Informal feedback often comes from friends
and work colleagues, when you talk about work events. Service users can also give you valuable feedback
on how you have a job for them.
3. Know how a personal development plan can contribute to own learning and development.
3.1. Defi e the ter perso al de elop e t pla
Personal development planning is the process of creating an action plan based on
awareness, values, reflection, goal-setting and planning for personal development within the context of a
career, education, relationship or for self-improvement.
3.2. Identify who could be involved in the personal development plan process.
- Every employee should have a personal development plan (PDPs) – senior employees benefit
from PDPs that help them to develop their roles within the business. Managers are and
employers also benefit from PDPs, which keep them motivated and stop them resting on their
laurels.
- E plo ee s li e a age should e espo d fo i di idual e plo ee s PDP
Managers may need appropriate training to ensure they can manage PDPs effectively.
Developing these skills can be built into the manager's own PDP. Courses to develop the relevant
skills of counselling, coaching and mentoring are widely available. For further information, contact
your local business support organisation or the Chartered Institute of Personnel and Development
(020 8612 6200).
The most senior employees - and those whose performance has the most impact on the
performance of the business - may benefit from an external mentor.
3.4. List the benefits of using a personal development plan to identify on-going improvements in own
knowledge and understanding.
improving self-awareness
improving self-knowledge
building or renewing identity/self-esteem
developing strengths or talents
improving wealth
spiritual development
identifying or improving potential
building employability or human capital
enhancing lifestyle or the quality of life
improving health
fulfilling aspirations
initiating a life enterprise or personal autonomy
defining and executing personal development plans
improving social abilities
Principles of communication in adult social care settings.
The person is at the centre is rooted in the principles of shared power and self-determination. Power is an
issue because many people are limited in their power in comparison to others. Others control their lives.
They direct how people spend their time, what they eat, how they behave, even what they say. In this
context, planning can become just a further indignity.
The person is consulted throughout the planning process If the person has been involved in planning
before then it makes sense to talk to her about how s/he wants to plan, if s/he wants a meeting, and if so,
what kind of meeting, and how she wants to be involved. If the person is new to planning, it is important to
spend time with her explaining the purpose of planning and looking at different options.
The person chooses who to involve in the process unlike traditional models of planning, it is for the
person to decide who she wants to include in the planning process, and how. This is easy to say, but within
services this is highly counter-cultural to the way
meetings are typically organised. If the people around the person cannot find a way to help her make and
communicate that decision for herself, then they have to decide in good faith who they think the person
would want to involve. A good starting-poi t is people ho k o a d a e a out the pe so . This a
ell ield a diffe e t list f o people ho p o ide a se i e to this pe so
The person chooses the setting and timing of meetings If a meeting does take place it is at a time
convenient to the individual and those she wishes to invite and it is in a place where she feels at home. The
planning is carried out in a way that is accessible to the individual as far as possible. Graphics, tapes, video
or photos are often used.
Family members and friends are partners in planning - Person centred planning puts people in the context
of their family and their community. It is therefore not just the person themselves that we seek to share
power with, but family, friends and other people from the community who the person has invited to
become involved.
2.3. E plai ho usi g a i di idual’s are pla o tri utes to orki g i a perso -centred way.
Using an individual's care plan will ensure that the person's own needs and wishes are being met,
rather than offering them a 'choice' of what is available. Using their care plan, you can build on what they
want and see where there are gaps that need to be addressed.
3. Understand the importance of establishing consent when providing care or support.
3.1. Defi e the ter o se t .
Consent is the principle that a person must give their permission before they receive any type of
medical treatment. Consent is required from a patient regardless of the type of treatment being
undertaken, from a blood test to an organ donation
3.2. Explain the importance of gaining consent when providing care or support.
Seeking consent is part of a respectful relationship with an individual and should usually be seen as
a process, not a one-off e e t. Whe ou a e seeki g a pe so s o se t to t eat e t o a e, ou should
make sure that they have the time and support they need to make their decision. People who have given
consent to a particular intervention are entitled to change their minds and withdraw their consent at any
poi t if the ha e the apa it a e o pete t to do so. “i ila l , the a ha ge thei i ds a d
consent to an intervention which they have earlier refused. It is important to let the person know this, so
that they feel able to tell you if they change their mind.
3.3. Describe how to establish consent for an activity or action.
It is not a legal requirement for someone to sign a form to show they consent. They can show they
consent by telling you directly or in a non-verbal way such as holding out an arm for an injection. It is good
to record who witnessed the consent, an how and where this happened.
Consent mush be gi e olu ta il ; the de isio ust e the pe so s o de isio s a d ot
influenced by other or out of a desire to please. Some people wit learning disabilities are very complaint,
especially to people they see as authority figures such as support workers or managers.
You ust e su e that ou do t a ipulate, oe e, p essu ise, i stil fea i o la k ail a pe so
into consenting to a decision or plan.
For example, you must never suggest a bribe, a reward or a penalty to get someone with a learning
disability to consent, even if you think they activity or treatment is in their best interests, such as having a
tooth out. It ould e o g to sa , fo e a ple, If ou o e to de tists ou a u a DVD o the a
ho e o , Look o o e else ade a fuss he the had thei i je tio , ou do t a t the to thi k
ou e a o a d, do ou , o , If ou do t go to the do to s a out the toe it ould fall off!
3.4. Explain what steps to take if consent cannot be readily established.
One way of establishing consent especially with people with complex needs is through a team
agreement, where it is recorded with of how and why a decision has been made. For example, the
individual has complex needs and cannot communicate his wishes verbally, but the workers who support
him/her and family need to review his activities as his physical health is deteriorating. Rather than the
manager doing it alone, all the key people who know him best, including parents, get together and record
their decisions on document.
4. Understand how to encourage active participation.
4.1. Define what is meant by active participation.
A ti e pa ti ipatio is a a of o ki g that e og ises a i di idual s ight to pa ti ipate i the
activities and relationships of everyday life as independently as possible. The individual is regarded as an
active partner in their own care or support, rather than as a passive recipient of care.
4.2. Describe how active participation benefits an individual.
When people are supported to actively participate in all aspects of their lives, then over time they
will gain more skills, become more independent and need less staff support, and they increase in
confidence and self-esteem.
The benefits of active participation will
- Enables the individual to look after themselves and their daily needs.
- Promotes mental and physical health and personal development.
- Demonstrates the individual independence and autonomy.
- Help the individual to keep fit and mentally alert.
- Develops the individual talents and allows the person to show what they can do.
- Give the individual a sense of personal worth.
- Establishes common interests with other people.
- Allow the individual to express who they are.
- Provides the basis for friendships and living together.
4.3. Describe ways of reducing barriers to active participation.
Equality and diversity can help reduce barriers to active participation and help everyone feel
important. Make sure the clients are comfortable in the environment. Offer praise, compliments,
encouragement and constructive feedback.
4.4. Describe ways of encouraging active participation.
A ti e pa ti ipatio e og ises a i di idual s ight to pa ti ipate i the a ti ities a d elatio ships
of everyday life as independently as possible; the individual is regarded as an active partner in their own
care or support, rather than a passive recipient. Active participation allows the individual more control
over their support.
Providing support for communication difficulties, providing full information and choices, providing
time for individuals to process information, providing access to meetings etc.
Providing information on the rights of active participation, explaining what it means and how it will
be supported, responding to questions, providing suggestions and ideas, asking the individual what they
want and providing ways for them to express their needs and wants etc.
5. U dersta d ho to support a i di idual’s right to ake hoi es.
5.1. Identify ways of supporting an individual to make informed choices.
support an individual to make informed choices by giving the individual full information with
regards to the positive and negative effects of any decisions they make and respect their wish to make that
decision, use agreed risk assessment processes so that the client was fully aware of any risks involved with
regards to any decision they make and would also discuss this with manager. A workers personal view
should ot i flue e a i di idual s hoi es as e e o e is a i di idual i thei o ight a d the efo e
should be able to make their own choices as their interests would be different to workers. Support an
individual to question or challenge any decision made by others by giving the individual full information
with regards to that decision in an unbiased manner, if the individual wanted to make any changes with
that decision then discuss this with manager and use agreed risk assessment processes to enable the
individual to make those changes.
5.2. Explain why risk-taki g a e part of a i di idual’s hoi es.
Everyone is entitled to take risks. We all take risks is everyday tasks. Taking risks is part of being
able to choose and being in control of your life. So you need to ensure that concern about risks is not
getting in the way of people living their lives in a way they want to. Often, a risk assessment can make it
possible for someone to do something that may seem unlikely in the first instance. Risk taking is part of
developing independence. If people never take risks they will never find out what they are able to achieve
and work out what their limits are.
5.3. Explain how agreed risk assessment processes are used to support the right to make choices.
Risk assessments are there to protect the carers and the individual. Making risk assessments are
used to identify issues a d ai tai safet . E e se i e use has a ight to take isks e ause it s the
hoi e it s the f eedo . ‘isk assess e t is the e ot to est i t se i e use f eedo it s the e to p ote t.
It is necessary to do regularly reviews as risk assessment only last so long as you are in premises. Also its
about service user them health and conditions if they are progressing or changing we have to understand
what to do to reach their full potential and future goals and achievements.
5.4. E plai h a orker’s perso al ie s should ot i flue e a i di idual’s hoi es.
Because people have the right to choose for themselves. Even if you have different choices or
thoughts ou ust espe t othe people s hoi e. The ust e allo ed dig it a d espe t. You a ask
them to reconsider situations if you have reason to believe they are open to speaking about it with you but
you should include it is your personal opinion only and regardless, intend to perform your job as its
description and protocol is required. You may want roses on your casket while I prefer daises. We both
should have our wishes granted if possible.
5.5. Describe how to support an individual to question or challenge decisions concerning them that
are made by others.
It s depe ds o the e tal apa it of the individual you want to support. First, you must obtain
their permission and then you must get them to express as exactly as possible what help they reckon they
need. Then you can offer further information, suggestions, and a plan to challenge such decisions. You
could offer to be their spokesperson if they weren't confident enough to speak out, or to accompany them
to any hearing or appointment.
However, if the person is mentally impaired, you would have to get their signed permission to
speak and act on their behalf before any health or social care workers would listen to you. Because of
issues of confidentiality, you either have to be next of kin, or obtain powers of attorney or guardianship.
6. U dersta d ho to pro ote a i di idual’s ell-being.
6.1. Explain how individual identity and self-esteem are linked with well-being.
A person with a low self-esteem would probably have more negative thoughts about themselves
and also behave in a way that might cause others to reinforce this low opinion of themselves which will
increase those negative feelings. Identity-a person with a strong sense of self who knows who there are,
are less likely to find themselves in situations that they don't want to tolerate, when they feel these might
have a negative effect on themselves.
6.2. Des ri e attitudes a d approa hes that are likel to pro ote a d i di idual’s ell-being.
Being caring
- Being caring
- Listen to what the individual has to say (feelings and choices, opinions etc.)
- Being understanding and supportive
- Positive comments/feedback
- Ask questions; get involved with what they have to say or what they are interested in.
- Calm approach, do not sound angry or negative, positive facial expressions
- Ensuring the individual knows they have somebody they can trust
- Encouraging
6.3. Identify ways to co A clean safe environment promotes well-being.
A clean safe environment promotes well-being. So does an environment where all persons are
respected and given something productive to do. Green environments are a must also.
Principles of diversity, equality and inclusion in adult social care setting.
The Equality Act 2010 sets out the new public sector Equality Duty replacing the three previous
duties for race, disability and gender.
Age
Disability
Gender reassignment
Pregnancy and maternity
Race (including ethnic or national origins, colour or nationality
Religion or belief (including lack of belief)
Sex
Sexual orientation
Marriage and civil partnership
The Duty requires public bodies to have due regard for the need to:
3. Know how to access information, advice and support about diversity, equality, inclusion and
discrimination.
3.1. Identify sources of information, advice and support about diversity, equality, inclusion and
discrimination.
- The Equal Pay Act 1970
- Sex Discrimination Act 1975
- Race Relations Act 1976 and Amended Act 2000
- Disability Discrimination Act 1995 and Disability Equality Duty 2005
- Equality Act 2006
- A care plan
- Policies and procedures
- Line manager
- Training
3.2. Describe how and when to access information, advice and support about diversity, equality,
inclusion and discrimination.
There are a variety of different methods of obtaining information on, diversity, equality, and
inclusion. You can access government web sites that list all of the current legislations in place to protect
the rights of individuals. You can obtain leaflets to give to your service users, to inform them of their rights.
You can contact certain groups, such as AGE UK, who can supply materials to hand out to your service
use s o dis i i ation, equality etc.
You may need such information to help an individual who is seeking advise on a particular subject
or if you are trying to obtain information in order to support an individual.
Introduction of duty of care in health, social care or hildre ’s a d ou g people’s setti gs.
Duty of care is a requirement that a person act toward others and the public with watchfulness,
attention, caution and prudence that a reasonable person in the circumstances would. If a person's actions
do not meet this standard of care, then the acts are considered negligent, and any damages resulting may
be claimed in a lawsuit for negligence
1.2. Describe how the duty of care affects own work role.
The duty of care you have in your job is to keep yourself safe and your service user safe. It means
being updated on any new training, following all and any security procedures in order to keep things safe.
2. Understand support available of addressing dilemmas that may arise about duty of care.
2.1. Des ri e dile as that a arise et ee the dut of are a d a i di idual’s rights.
Sometimes individuals may want to do something which could be a risk to their Health and safety.
As a care assistant you have a duty of care to that person and you must do all that you can to keep them
safe but you also have a duty to respect the individuals rights and choice, so you have a dilemma. It could
be that the individual no longer wishes to use her walking frame, but her care plan states that she needs it
to o e f o pla e to pla e a d ou a e to e su e ou e ou age it s use. I this s e a io ou ould a
out a risk assessment to ensure that it is managed as safely as possible. You would need to explain the risks
involved to the individual and make sure they understand. You could come to a compromise, to use a stick
for a while instead, to see how they managed, then monitor the situation. All this should be documented
including any risk assessment carried out. If the individual still insists on walking unaided you should get
them to sign to say they are aware of the risks involved.
2.2. Explain where to get additional support an advice about how to resolve such dilemmas.
- Colleagues
- The pe so s fa il a d f ie ds
- GP
- Care professionals
- Advocates
- Union official
- Regulators
1. Know the statutory responsibilities and rights of employees and employers within own area of work.
1.1. List the aspects of employment covered by law.
Minimum wage, Hours worked, Discrimination, Health and safety, Holiday entitlements,
Redundancy and dismissal, Training, Disciplinary procedures, Union rights and consultation, among many
others. Labour law covers the deal between employee and employer. Health and safety laws cover the
work conditions, and minimum wage and other laws set basic compensation levels.
Also have the Disability Act, Manual Handling Operations and Regulations, Data Protection Act, The
Medicine Act, General Social Care Council code 2001, RIDDOR 1995 etc.
1.2. List the main features of current employment legislation.
- Employment rights
- Equality and discrimination
- Health and safety
1.3. Outline why legislation relation to employment exists.
The Employment Legislation is important as it provides protection against discrimination at the
workplace and helps in the fight for fair and equal pay for the employees. It also ensures safety of
employees at the workplace. The legislation is also important in defining at-will employment and contract
employment.
1.4. Identify sources any types of information and advice available in relation to employment
responsibilities and rights.
- Contract - terms and conditions
- Handbook - job description
- policy documents
2. Understand agreed ways of working that protect own relationship with employer.
2.1. Describe the terms and conditions of own contract of employment.
All employees have an employment contract with their employer. A contract is an agreement that
sets out a e plo ee s:
Employees and employers must stick to a contract until it ends (eg by an employer or employee
giving notice or an employee being dismissed) or until the terms are changed (usually by agreement
between the employee and employer).
Often the best way to sort out a problem with your employer is to talk to them informally. You
should ask for a meeting with your immediate manager to explain your concerns. You might find it helpful
to suggest to ou e plo e hat ou ould like the to do to esol e the p o le . If ou do t feel ou
can talk to your immediate manager, you could speak to someone else in the organization in a position of
authority. Where possible, you should always try and sort the problem out informally first before taking
any further action.
2.4. Identify the personal information that must be kept up to date with own employer.
- detail of training given
- detail of accident happen at work
- Absence detail.
2.5. Explain agreed ways of working with employer.
An employer has a duty to ensure that data is being processed lawfully. Home workers may need
specific training on their obligations and those of the employer in relation to data protection, the
procedures which they must follow, and what is, and is not, an authorized use of data. Employees should
understand when and how they are required to dispose of data they may create at home, for example, by
requiring them to shred documents prior to disposal. Employers should carry out an assessment of the
data protection implications of employees working from home.
3. Understand how own role fits within the wider context of sector.
3.1. Explain how own role fits within the delivery of the service provided.
Own role fits within the delivery of the service provider because it is personalized. You are
providing them with a good service, the same service that you want a provider provides to you. The
focus on tackling exclusion, and the influence of the culture of tights and responsibilities. There has
been a huge increase in understanding in all parts of the sector, and a recognition of the satisfaction
that comes from working alongside people so that they are direct their own support, rather than being
passive receivers of services. The basic principles of supporting people and treating them with dignity
and respect, and ensuring they have choice and control, will continue.
3.2. Explain the effect of own role on service provision.
There are many ways in which you can keep up to date with new developments in the field of
social care, and particularly those which affect your own area of work. You should not assume that your
workplace will automatically inform you about new developments, changes and updates which affect your
work. You must be prepared to be active in maintaining your own knowledge base and to ensure that your
practice is in line with current thinking and new theories. The best way to do this is to incorporate an
awareness of the need to update your knowledge constantly into all of your work activities. If you restrict
your awareness of new developments to specific times, such as a monthly visit to the library, or a training
course every six months you are likely to miss out on a lot of information.
The Commission for Social Care Inspection (CSCI) must take the NMS into account when assessing
whether or not a service complies with the appropriate service regulations. However, compliance with the
NMS is not itself enforceable. CSCI can also take into account any other factors it considers reasonable or
relevant when assessing whether a provider is complying with the regulations. As with the service-specific
regulations, each type of service also has its own set of National Minimal Standards.
- National Occupational Standards (NOS) describe best practice by bringing together skills,
knowledge and values. National Occupational Standards are valuable tools to be used as benchmarks for
qualifications as well as for defining roles at work, staff recruitment, supervision and appraisal.
The Health and Social Care National Occupational Standards (NOS) are jointly owned by all the alliance
partners within Skills for Care and Development and Skills for Health. Any reviews of NOS are undertaken
jointly by all UK alliance partners.
4. Understand career pathways available within own a related sectors.
4.1. Explore different types of occupational opportunities.